ED 234'123'

AUTHORTITLE

DOCUMENT RESUME N

UD 023 058

Collazo -Levy, Dora; And OthersProject A.B.C. (Bronx Academic Bilingual Career--Program). O.E.E. Evaluation Report, 1581-1982,

p4STITUTiON New York City.Board of Education, Brooklyn, N.Y.

' Office, of Educational Evaluation. /

SP NS AGENCY Department of Education, Washington, DC.PUB ATE Feb 83GRAN , GOO-810-4559NOTE 78p.. / . -

PUB TYPE , Reports - Evaluative/Feasibility 1142),

.\

EDRS PRICE mFol/pc04 PlusPostage.. \

DESCRIPTORS Achievement Gains; *Bilingual Education Programb \

*Career Education; English (Second Language); High \\

Schools; Italian; Limited English. Speaking; ProgramDescriptions; *Program EffeCtiveness; *Resource,.Centers; Spanish Speaking; Vietnamese; VocationalEducation

IDENTIFIERS *Bronx-ACademiC,Bilngual Career Program; New YorkCity Board of Education

ABSTRACTProject A.B.C. (Ac ademic ailipgual Career Program)°is

a multisite proj4ct serving,new immigrant students atihree differenthigh'schools in the Bronx, New York: Vietnamese (Chinese ethnics) atTheodore Roosevelt, Italians at,Christopher Columbus, and Cubans anddomincans at John F. Kennedy high.iciiools. Project studentsareincorporated into the_pchools' regular bilingual programs; andreceive additional special resources. As well as attending ESL andnative language arts classeksi participants take content-area subiects,'(mathematics, science, social studies) in their native"language%Analysis of. the program's first year of operation found that moStstudents met program objectives in English syntax..Performance inother areas was variable. Thip evaluation report attributes failuresto meet objectives to. organizational and administrative difficultiesand provides .a number of recommendations 'regarding: (1) the-development of.career resource centers at each site; (2) completionof implementation of the curriculum development component within.theItalian bilingual program; (3) curriculum development and 'location, atVietnamese-speaking teachers for program students at Roosevelt High;

''and/ (4)- continued efforts towarddeveloping an instrument to measurenative language ability for the Vietnamese students. (,GC),

*********************************_*************************************** peproductiOns supplied by EDRS are the"best that can be made ' *

* from theoriginal-document."-*

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0:E.E. Eyaluapon Report.

.

Februfry, 1983.

Grant Number: GOO-810 4559 -%

OROJECTA.B.C.,,,

BRONX ACADEMIC BILINGUAL

CAREER PROGRAM

1981-1982

#

Director:"Mr. Angelo G'atto

O.E.E. Bilingual Education Evaluation Unit

Ruddie A. Irizarry; Manager_-Judith A. Torres, Evaluation Specialist

Prepared by:. ,

Dora C011azo-LevyRima Shore,'

Ignazio Pucci.o

With the Assistance,of:

Armando CotayoMargaret H. Scorza

New York City Public SchoolsOffice of Educational EvaluationRichard,Guttenberge Director

41,

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. IliU.& DEPARTMENT OF EDUCATION

NATI AL INSTITUTE OF EDUCATION

EDU TIONAL RESOURCES INFORMATION._ ,CENTER (ERIC/

This ddcument Ras been reproduced, as

OaPoints of view r opinions ted in this dueu.

reproduction quality.U Minor changes have been made to improve

ment do not

received from the person ororiginating it.

essarily represent official NIE

position or polic

"PERMISSION TO REPROMATERIAL HAS BEEN GRA

-ck.CE THIS

D SY

0'(c 6A. ivTO THE EDUCATIONAL_ RESOURCESINFORMATION CENTER (ERIC)."

r.

!ASRD OF EDUCATION OF THE CITY OF NEW YORK-.

J

. cana..zap

RICHARD F. HALVERSONDeputy Chancellor

JOSEPH G.. BARKANPresident- 4-

AMELIA ASHEVicePresident

.

I

.r

Sf6EPHEN R. FRANSEIRENE IMPELLIZZERI

) MARJORIE.A. LEWISMIGUEL O. MARTINEZ

JAMES-F.-REGANMeMbers .

FRANK J. MACCHIAROLA-Chancellor

"

THQMAS K. MINTER.Deputy-ChanceOlorfor Instruction

A0601.4.EDGEMENTS,"

The production of this reportas.of all 0.Ea. Billngual:Educa--,:

ttonlvaluation Unit reports; is the result of iCooperative-effort,of

permanent staff and consultants. Denis joycehas spent Many.,hours:creating,..

correcting, and maintaining data files. 7In addition, 'he has-trained and s.. .

helped others innumerous ways. JOsephilivera haS spent-Many hours, ro- 4-c

duding; correcting, duplicating, and disseminating report. 'Without

their able and faithful participation the unit could not have handled

suell a large volume of work and still produced quality evaluation reports.

It

INTRODUCTION

I. DEMOGRAPHIC CONTEXT

TABLE OF.CONTENTS

II. STUDENT CHARACtERISTICt

III. PROGRAM DESCRIPTION

IV.

V.

3

5

13

Badkgroun'd and Orgamization- / 13

Funding 16

INSTRUCTIONAL- COMPONENT 19

Ovei.view -19

Placement and 'Programming 20

Engl ish-Langutage Instruction 21

Native- Language Instruction 22

Content-Area instruction. 25

Transition 26

NON - INSTRUCTIONAL COMPONENT30

Curriculum Devel opment 30

Supportive Services 31

Staff Development;' 33

Parent/Community Involvement 34'

Affective Domain" 35

VI. FINDINGS;36

Assessment Procedures, Instruments, and Findings 36 .--

Summary of Findings 57

;

VII. CONCLUSI.ONS AND RECOMMENDATIONS----1----,--

6

LIST* TABLES

Figuj'e 1: Project and.Management Design.

Table 1: Number. and .Percentages of A.B.C. Students, bySchool and Country of Birth. .= 4

Table 2: Number and Percentages of Students bySex and Grade.

Table 3: Number of Students by Age and Grade.

Table 4: project A.B.C. in the Schools.

Table 5: Flir8ing of Non-Instructional Positions.

Table 6.: 'Funding of Instructional Positions.

Table 7:' Instruction ln English, as.a Second Language.

Table 8: Instruction in Native Language Arts.

Table 9: Bilingual Instruction in Content,Areas.

Table 10 Mainstream Classes in.Which Project StOdentsWere Enrolled.

15

Table 11: Project Staff Characteristics.

Table 12: Performance of. Vietnamese/Chinese-Speaking Studentsat Theodore Roosevelt High School Tested on the -

Criterion Referenced English aptax Test, Fall. -39

9

41,

14

18

x"23

25

27

.34\

Table 13: Performance of'VietnaMese/Chinese-Speaking Studentsat Theodore Roosevelt High School Tested on theCriterloil Referenced' English' Syhtax Test, Spring. 40

--Table 14: -Performance-of-Italiani_-Speaking Students atChristopher Columbus High School Tested on theCriterion Referenced. English Syntax Test,.Spring. 41

Table 15: Performance of Spanish:Speaking Students' atJohn. F. Kennedy High School Tested on theCriterion Referenced English Syntax Test, Fall. :42

a

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Table

-Table

LIST OF:TABLES.(continued)

PAGE'

16: PerforMance of Spanish-Speaking Students'at'John F. Kennedy.Hi0.-.School:Yested on theCriterion Referenced English Syntax Test; Spring. 43 -

1T: Number and -percentVietnamese/ChineseSpeaking--Students. at Theodore Roosevelt High-SChool PaSsipg-Teacher -Made Examinations in-Contept"-Area:SUbjectsby Grade andlanguage of instructtpn, Fan. :4

$

,Table 18: Number and Percent of Vietnamese/Chinese-Speaking-Students at Theodore Roosevelt High School PassingTeacher-Made Examinations in Contept-Area Subjectsby Grade and Language of Instruction,tpring. / 46

Table 19: .Nunibe'r and Pgrcent of Italian-Speaking Studentsat Christopher Columbus High School Passing Teacher-

. Made Examinations in Content-Area Subjects-by.Gradeand Semester. 47

Table 20: Number and Percent of Spanish-Speaking Studentsat JohnT. Kennedy High School Passing Teacher-...Made Examinations in Content-Area Subjects by Gradeand Semester.

Table 21.: Number of Italian-Speaking Students at thristophe.Columbus High School Attending Courses and PercentPassing Teacher-Made Examinations in Native LanguageArts.-

Table 22: Num ber of Spanish-Speaking Students. at John F.'Kennedy High School Attending,Courses and PercentPassing Teacher-Made Examinations in Nattve,slanguageArts.

71;

Table 23: Number and Percent of Program Students Improvingon a Staff-Developed Scale of Knowledge of Cultural

Heritage, by School and Grade.Q

48

50

51

52...

TibT6-74-:---NUmber and Percent-of-Progr am-Students Impromingon a Staff-Developed Scale of Attitude-TowardsSchool, by School and Grade. 53 -

Table 26: Significance of the Difference Between AttendaniePercentage of Program Students at Theodore RooseveltHigh School and the Attendance Percentage of theSchool. 54

LIST 'OF TABLES(continued)

Table 26: Significance of the_Dt defferenPercentage -of- P-6-gram Students

High ..School and the Attendance

School. , .

Tabl 27: Significance of the D erencPercentage of Program Students-High khool and the AttendanceSchool..

__Between 'Attendanceat Christopher, ColombusPercentage of the

Between Attendanceat John F. KennedyPercentage of the

55

Locations:.

Project Office'

Year of Operation:

Target Languages:

Number. of Participants:

Project ,Director:

° PROJECT A.B.C.ACADEMIC BILINGUAL CAREERS

-

Theodore Reosevelt High School500 East Fordham RoadBronx,'New York

Christopher Columbus High School925-Astor AvenueBronX; New York

John F. Kermedy High School99 Terrace View AvenueBronx, New York

Office of High School. Projects442 East Houston StreetNew York, New York

1981-1982, First year of two-yearfunding period

Vietnamese/Chinese/Italian/Spanish

225

Angelo G. Gatto_

INTRODUCTION

Project A.B.C. is a multi-site project serving new

in three different high'schools,in the4Bronx: Vietnamese (Chinese.

ethnics) at Theodo 're Roosevelt; Italians at Christopher Columbus; Cubans

arrivals

0

and Dominicans at John F. Kennedy. The project is coordinated out of

the central-Office of High"5chool Projects.

All students in the project are foreign-born and use their

native language at home. Participants' language and academic abilities

differ widely, but all lack sufficient skills in English to function in

a mainstream program..

Project students are incorporated into the schools regularA

billngual programs with PrOject'A.B.C. supplying,,special

*earmarked for,them. The schools assign program students to appropriate

class leveli,within their E.S.L. sequences and native language arts

isstruction. Students also fake content=area subjects in their native

languages.

Program staff devoted much of the first year to organization;,

the,,proOam did not become. fully operational until March 1982. The most

.signifiCant problems were the recruitment of Vietnamese-speaking teachers

and timely identification of Italian-dominant students.

<7 "'I

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4.

I.; DEMOGRAPHIC:CONTEXT

Project A.B.C.Servet stUdents-.who reCentlySettle!iin three

ethnic neighborhOods which send their children to Brorik high-schools.

One area is in upper Manhattan just north of Dyckman Street VOlere many

Cuban and Dominican families have settled.:These students attend John

F. Kennedy High.-School; whose total enrollment of 5,458 45 percent

Hispanic. The school's attendande area_ fronv,the area mentioned,

above (low-income) to the. Bronx west of Sedgewick Avenue through.Kings-

bri,dge (middle-income) o the city line and throughout Riverdale (upper

4'

middle-class). The school 'has a substantial biltnguaf prograin; Project

A.B.C. provides extra services needed by, recent arrivals' targeted for that-

/progratn.

A second area in the upper BronxiWhere a large number of

Indochinese began arriving in I-978.'' This is a compact area where '`a---

church-ofgadization and several .agencies provide special help to the

Indochinese population. Tim hundred Audents fromithis,areal attend,

TheodoreRoosevelt High School: /. 125 ietnamese; 85 Cambodians.; 'and 20,

.1

,

Lptians, Koreans, and Chinese./ Roos velt is a Title I schoOl drawing

I

, .1

its enrollment from,a low socio-econ Mic area. However, facyities, such

as the Bronx Zoo, the Bronx' Boltanic 1 Gardens, the, Fordham University-

0. campus, and the nearby. Enrico' Perm Cultural Center lie within the immediate

vicinity of the school. The7cult ral center is part of the New York ,Cir

public:library syktem and offer large collection of books in Italian

and Spanish.

The third area lies to the east between the Bronx Park and

Pelham Bay Parkway, and extends frau' Parkchester Ayeriue on the south t

Alton Avenue on the north. This is a low to middle-lricane area, pre-!

dominantly Italian and some Jewish, whose students attenCI,ChristopherI"

Cotumbus High School. The school 'i.enrollment is more than one-third

Italian; approximately another third are blacks and Htspanics-who cane

fran the fringe's of the `attendance area. Famil ie's recently arrived. froni

Italy including a new influx after the 1981 earthquakes settfe the

area because they have relatives there t6 .twtt them on arrival. Thii

-,.supilort. system alleviates some of the-problems experienced by program

participants at Columbus High School, as opposed to those at Kennedyi

and Roosevelt.

-4--

II. STUDENT CHARACTERISTICS

All-Project A.B.C;'students are.foreign-born and speak their

.native language at home. In all three high schools involved, the student

body as a whole speaks a variety of langua4s. Columbus and Kennedy

students speak Korean, Greek, RuSsian, C nese, Vietnamese, FrenCh,.

Japanese, Hebrew, Serbo-Croatian, Cambodian, and Turkish, in addition1

to Italian-and Spanish. At Theodore Roosevelt 500 of the 695 students

in the bilingual program are Spanish speakers. Of the remaining 195

student's., 125 are Vietnamese and 70 speak Khmer or Laolitr Fifty-three

of the Vietnamese nationals are ethnic Chinese who also speak that

language.

The following table gives 3A)reakdown of Projec A.B. .students

by country of origin.

4

TABLE.1'

Number and Pecentages of A.B.C. Students

by School and Country of Birth

School Cbuntry of Birth Number Percent

T. Roosevelt

z

Vietnam 119 66.8

C. Columbus . Italy 9 5.0

J.F.K. Puerto Rico 3 1.6

Dominican Repub4ic 19 10.6

.Cuba.12 6.7

.Honduras 2.2

Guatemala 1 0.5

0 'El Salvador 7' 3.9te

Colombia 1 0.5

Ecuador 3.

1.6

I

TOTAL 178 100,0

.Two-thirds (66.8 percent) of all program students were born inVietnam. These students attend Theodore Roosevelt High School.

.TWenty-gight pel.cent of the students were born'in the Caribbean,Central or South America. They attend John F. Kennedy High School.,

.Five percent of the students were born ih Italy. All of these°students attend Christopher Columbus High School.

.None of the.program students are United States-born....

, The composition of the student body in terms of sex and age

, .

varies by schobl and grade. Table'2 presents the distribution of students,

by sex and grade as reported.

TABLE 2

Number 'and Percentages of StUdents by Sex and GrOe-..

Theodore Roosevelt Higti'School

Grade Male`N

Percentof

GradeFemaleN

Percentoof '.

Grade

-,

TotalN

Colu b Total,,Perc nt ._of 1 Students

9 . 34 53 30 47 64 / 53

10 '28 67 14 33 42' //- 35

11 13 87 2 13' . 15,

12

TOTAL 75. 62' 46 38 121 100w

.Fifty-three percent of the program students at /Theodore RooseveltHigh School are in grade 9.

.Sixty-two percent of all program studentsHigh School are males.

.The proportion of males to females e to. increase with grade.

Theodore RoOsevelt

Christopher Columbus. High School

10 1 100.0' 1 . 17

11--2712

100.0 2 33

1' 33 2' 68 3 ', 50

. TOTAL 4 ' 67 2 w 33 6 .100

.Data are reported for'only sixprogrm students at Christopher

Columbus High School.

.

.There aria no female students served in grades 10 and 11.

ati

TABLE.2 (continued)

-John F. Kennedy;High School

9 4.1-- 69- 5 31 16 32. .

'10 13 54 11 46 '24:. 48

11 4 40 .6 60. 10 20-,

TOTAL 28 56

_

22 44 50 100

. Fortyz.eight percent of all program students at John F. Kennedy.,High School .are in grade 10.

.Males account for 56 percent of the total number of students atthis school.

. Males account for 69 percent of the 4, students, 54 percentof the grade 10 students, and 40 percent of the grade 11 students..

ThF 't diversity in student composition is most apparent

in their distr,-,cion by age and gra de. Although they are all immigrants,

their educAtional histories vary considerably. -Many,, especially the

Vietnamese students,'have suffered interrupted schooling, or because of a

lack of educational opportunities in their countries ; of origin, ha've re-

ceived fewer years of education than their.grade level would indicate.

Table 3 presents the distribution of students by age and grade.

Although' the number of students is quite different and therefore does

not allow safe comparisons,' note the disparity in the proportion of overage

students*by schodl. It is apparent that age is related to country 'of ,

origin. Students who came from Vietnam comprise the largest proportion

of students overage for their grade whereas only orie of six students

born in Italy .is. overage for his/her grade.

-8-

TABLE 35

fr Number of Students by Age and Grade

Theodore Roosevelt High School.

Age

13

14

15

16

17.

Grade 9 Grade 10 Grade 11 Total

2'

18

4

7 12

19 '16 6 .4

20

21

22

2

3

12

19

15

27

32

22

2

1

-Total

Overagefor 4!Grade

63 42 14 119

Number 60 33 '12*. 95

Percent 79.3 , 75 85.7 80

Note. Shaded boxes indicate expected age range for the grade.

.0f the Vietnamese-speaking program students at Theodore Roosevelt

High SChool, 80 ,percent are overage for their grage:

.The greatest proPortion of overage students/is grade 11,

(85.7 percent). The lowest proportiOn overage for their grade 1,

is in grade 10 (75 percent).

.The large proportion of overagensiudents is-related to the 'student

population's: history of education and migration.

TABLE 3 (continued)

Number of Siudents by Age and Grade

Christopher Columbus_High Sthool) .

Overagefor 1"

Gi.ade .

Number 1 -1

Percent 33 .16,..6 .

Note. .Shaded boxes indicate expected,age range" for: the grade.

.0f the Italian-speaking program students.at Christopher ColumbusHigh School, only one (16.6 percent) is overage 'for his/her grade.

TABLE .3 (continued)

Number of Students .by 'Age and Grade

John F. Kennedy High School.

Age

13

14

15

16

17 .

18

19

Grade 9 Grade 10 Grade 11 /Total

2

3

16

6

1

19

6

2

'Total 16

/OvetageStudents

24

Klaiber.- 6' 3 "2 11

Percent 37.5 12.5 . '22.2 22.4

Note. Shaded boxes indicate expected age range for the grade.

:Twenty-two percent of the students are overage for their grade.,'Thi s is .lower than expected i nbi 1 i ngual high. school prpgrarnsin NeW York City. .

.The highest- proportion of overage students is found :in grade9 (37.5 percent)...

Project A.B.C. students vary in. academic ability,and-Ooffciency

in English: English-language ability among the Hispanic students-at .John

F. Kennedy ranges from beginner to just below transition level. Spanish

language ability ranges from remedial, to beyond high school level. In

the Vietnamese group English -language: ability is more limited; some, knew.

no Englishiat all when they entered the school. On the 6ther hand, she

Vietnamese are strong in math and science. They are making progress in

mainstream classes with the help of a paraprofessional. They do well in

beginning E.SA... classes where memorization is essentlal, and ;also show a

talent for analyzing-systems. No'data are currently ailaililbie,on 'their

native-language ability since instruments to measure such ability are

lacking. The program is in the process of developing such instr s

- _

for 'apxt year.

III. -:PROGRAM DESCRIPTION

BACKGROUND ANDOROANIZATION?

The Acaqemit Bilingual Careers- program (Project A.B.C.) Was

created to meet the needs oe4newly-arrived *studenti'in the three par-

ticipatinghigh schools. Roosevelt High School has.a large bilingual, -

Spanish program in theBronx but needed special help to accommodate the

,needs.of the growing 'Vietnamese population. Similarly, KennedyHigh

School found that special demands were placed on its existing bilingual

program by new Hispanic arrivals. 'Columbus High School had and

Italian classes in its curriculum, but needed kelp-in organizing those

Classes into a formal bilingual progra-k-ble to provide for the Italian

-----students who arrive during the last year.

The project's stated goal is to spteMatically explore.bilingual

careers under thd guidance of successful professionals enabling students

to acquire the practical skills needed in the working world. Recognizing

that new arrivals'4at the high school level have little time left within'

the school system, Project A.B.C. emphasizes a career orientation approach

aimed at minimizing the time needed to understand the local economic

system and. how bilingualism can aid in career development.

Project A.B.C. was funded in. October 1981, when the project

director began to work,with the'schools on staff recruitment and student

selection. The Italian and Spanish programs began operating in January

1982; the Vietnamese/Chinese program began,i March.

The project is coordinated out of the central Office of High

School Projects under_the supervision of the program manager for the

E.S.L./Bilingual Unit. Project A.B.C. students are incorporated into

each school's bilingual program. The:project gives bilingual program

superyisors-afeach school special resources geared to facilitate the

--------rporation of project students into the larger program.

Figure 1 presents the management design for the project while

Table 4 shows the staffing of .Project A.B.C. within, each school.

jheodOreRoosevelt

TABLE 4

Project A.B.C. in the School's

Project A.B.C.

Title VII Staff

Resourcespecialist(Vietnamese-speaking)Bilingual para-professional

Schools' Bilingual ProgramsStaff Serving

Su ervisor

AssistantprincipalIn chargeof bilingualproirams

Project Students

13 Teachers

8 Paraprofessionals

1 Bilingual gradeadvisor.

1 Guidance counselor

ChristopherCoiumbus

Resource.specialist(rtalian-.speaking)a'Bilingual para-professionalBiljngual grade:advisor

Assistantprincipal incharge offoreignlanguages

2.,6 Teachers '

1.8 Paraprofessionals

4 John F.Kennedy'

Resource 'special-list (Spkish-speaking)a

AsiistantPrincipal incharge offor:eign

languages

15.8 Teachers

-8 Paraprofessionals

2 Guidance counselors1 Family worker

X.

aOne resource specialist divides her .time.between Columbus and

Kennedy.-14-

1

"FIGURE I

,Project and Management Design

OF BILINGUAL EDUCATION

OFFICE OF HIGHSCHOOL PROJECTS

C.S.L./BILINGUALUNIT .MANAGER --

PROJECT A.B.C.COORDINATOR.

.

I BILINGUAL GRADE ADVISOR.RESOURGEK.SPECIALISTS'

3'BILINGUAL PARAPROFE ONALS

HIGH SCHOOL DIVISION.EXECUTIVE DIRECTOR

SUPERINTENDENT.BRONX ,HIGH SCHOOLS

3 PRINCIPALSCOLUMBUS,-J.F.C, T. ROOSEVELT)

3 ASSISTANT.PRINCfPALSIN CHARGE OF BILINGUAL PROGRAMS

TEACHERSi_GUIDAKECOUNSELORS,PARAPROFESSIONALS-. AND FAMILY

WORKERS SERVINVPROJECT.A.B.C.- -. c;.STUDENTS:1, .:

Note. The dotted line indicates communication. Solid lines indicate

superfisidn.

FUNDING

Instriictional services and many of the supportive services, for.'

students are funded with tax-levy monies. Title VII funds those suppor-

pive services geared specifically to helping new arrivals and to establish-

'ring 'a Career resource center at each site. The following two tables-

detail progranyfunding sources.

TABLE 5

Funding of. Non-Instructional Positions

Function. School Funding Sources Position1.Projectcoordinator

.

1 Assistantprincipal incharge ofbil programs

1

.. principal incharge ofbil. program

1 Assistant--principal .incharge of bil.program

_1 Resource spec..

..5 Resource spec.

.5 Resource s.ec._

.

Administrationand

supervision

Office of H.S.Projects

,

,

Roosevelt

lit

Columbust

Kennedy

.

Title VII__

.5 Title VII (not

A.g.C.).5 Tax levy

Tax levy

Tax levy'

.,

Curriculumdevelooment

RooseveltColumbusKenned

Title Vrr .

Title VII 4 .

Title VI1

Supportiypservices 4

'ooseve t

Columbus

Kennedy

ax evy ..

Tax levyTitle VII

(

Title I/P.S.E.N.Tax lgvyTitle. VII -

ra.e acv sor.1 Guidance couns..5 Resource spec.1, Grade advisor2 Guidance couns.1'Family worker.5 Resource spec.:

Staffdevelopment

Roosevelt

ColumbusKennedy.

Tax levy

Title yrifax levy

1 A.P, Conference,workshop§

1 Resource spec..1 Asst. princiealBil. grade advisa

4.5 Resource spec.'.511esource spec.1 Family worker.5 Resource spec.

.

Parental .and

commityinvolvement

,_

-

Roosevelt

Columbus,'Kennedy

. Tax levyTitle VIITitle VIITaxNlevyTitle-VII

TABLE 6.,

Funding of Ihstructjonal Positions

Subject Schoolt

Funding Sources' Teachers Paras

E.S.L.RooseveltColumbus-Kennedy

. .

Title I/P.S.E.N.,P:S.E.N.

.

Title I/P.S.E.N.Tax levY

6 6

1 1 .

8.6 7

Reading(English)

RooseveltColumbusKennedy

. 'Tax levyTax levy_(' 14ndled by E.S.L.

personnel)

3

.6

Native'languagearts

Roosevelt

ColumbusKennedy

'Tax levy

Tax levyTitle I/P.S.E.N.TaXylevy

1 (not filledthis year)

.2 .2

2.2 1

_.--,--

Math

Roosevelt

ColumbusKennedy

Tax levy/Title VII(paraprofessional)Tax levyTax levy

1.8 .

.2- .

2.2

Social

studies

Roosevelt

ColumbusKennedy

,-

Tax levy/Title VII(paraprofessional)'Tax levyTax levy'

.6 .3

.2

1.8

Science'

. .

/

Roosevelt''.

ColumbusKennedy

,

.

Tax levy/Title VII(paraprofessional)

TaxTlevYTax levy

.8 .3

.2 .2

.6

__,-

Other,

RooseveltColumbus\Kenned

.

Tax leVy ..,

Tax leVy.'Tax 1ev -'

.8

.2 :, ' .2

. ,

IV. INSTRUCTIONAL COMPONENT

OVERVIEW1 ..

. .

The typical Project A.B.C. student is a recent arrival who

has been.in the United States from a 'few months to perhaps a'year .and.'

a half: With the exception noted below, there was no problem ideritifying

students for the program: they all need E.S.L. instruction and content-7

area instruction in their native languages. Placemen4 tests deterfiine--,

at which level they will be placedmithin,the program.

When the project began operating in the schools in January

.1982 all participants had been selected except for the Italian Ontingent,

. A

whose selection was hampered by several difficuTties which the program

was moving to overcome:

The project is based on a uniform trac ng system fa:fusing on

the students' career interests. Each school has a well-developed sequence

of E.S.L.'instruction approprfate to the needs of the school prOgram.

The Spanish'and Italian language arts programs are in. place'. The'Vietnamese

language arts program could not be properly staffed.. this, year bbt will

begin in September 1982. Content-area courses in Spanish and Italian were

taught by native-language teachers; classei for the .Vietnimeie were taught

with the help of paraprofessionals'.

Mainstreaming has not begun. It will be. done gradually on an

individual,basis after students have completed preparatory transitional

courses within each program.

PLACEMENT AND PROGRAMMING

Since Project A.B.C. is intended for recent arrivals who obvious-

ly lack proficiency in EngliVI,Aetermining their eligibility for the'

project is a straightforward process. HdweVer, these students tdke the

LAB test and are interviewed before official placement is made.

At Roosevelt High School all. Vietnamese students are placed.

in the bilingual program after taking English and math placement tests.

A beginners' Program was established thattypicallyincluded three periods

of E.S.L. and when needed, two periods of remedial math. (Most Vietnamese

are doing well in math.) The other two periods are filled by lunch and

gym.

.

At Kennedy High School, a student is given credit

. .-:-

for previous'

Schooling documented by records; When thfs dacumentation is available,.

he/she may be placed in tenth, or 'eleventh grade. Placement tests for math

and native-language literacy follow. The actual program for one incoming

Spanish-speaking student for the spring semester follows; although this,

:student can read and write id 'Spanish, his literacy skills are limited.

Period Subject Language

1 Math' lab fo). R.C.T. Spanish

2 Native language arts Spanish

3 - . L U H

4 Biology.2 Spanish

5 English-language skills English/E.S.L4

6 Engliih-language skills English/E.S.L.

.7 American history Spanish

:8 Volleyball English

<4.

-20-

Participants at Columbus High School are identified from LAB

scores and previous academic records. Because the bilingual program

itself is new and because Project A.B.C. only started in January,

identifying a full complement of 50 participants proved impossible. The

situation became more difficult when the resource teacher doing most, of

this work left and was not replaced until March. During this transition

periogas-d, some students already placed in,the program left.

Currently the project involves 12 students. The resource

teacher is working on identifying prospective project' participants for

September by examining -the school records of over 200 students in the

Italian program. The Office of High School ProjectS is helping with

this task. Recruitment is also taking place in the feeder junior high

schools and in the parochial schools. Seventeen incoming students from

J.H.S. 45 have already been identified and tested for the program. The

school program offers classes in E.S.L., Italian literature, and content=

area classes in Italian.

Project A.B.C. is'in the process of standardizing a tracking

system forthe students n the project which consists of a contract first

discussed with, and then signed by, the student, parent;-and grade advisor.

The contract focuses on the student's career interest and will serve to

ensure that each individual's yearly program is prepared with that interest--

-in mind.

ENGLISH-LANGUAGE INSTRUCTION

Roosevelt High School offers separate E.S.L.

quences, each containing' five' levels from beginner to.

and reading se

advanced. Kennedy

=21-,

High School offers an E.S.L. sequence of six levels which includes read-

ing. Students at the beginning level receive three periods of E.S.C. a

day. Columbus High-School offers an E.S.L. sequenceof three levels.

Table 7 describes the full offerings at each school.

Classroom Observation

Two E.S.L. classes were observed at Roosevelt High School. A

beginniq lass of thirty students had a majority of Spanish speakers of

assorted nationalities and several Cambodians and Vietnamese. The teacher

covered a lesson from LADO 1 that required constant oral work --either

by the whole class or by individuals. Two aides, one Cambodian and one

Vietnamese, worked with students in their respective language groups to

help them follow the lesson. No one seemed distracted by the different

centers of activity and all students were actively participating in It

this rather lively class.

The other class observed'was at the interiediate level. The

teacher presented a lesson on superlative adjectives in preparation

for the CREST that included oral work, reading, and writing from LADO 3.

There were two Vietnamese students in the class who were generally able

to follow the lesson although they occasionally required the help'of a

paraprofessional.

NATIVE - LANGUAGE INSTRUCTION .

Kennedy. High School, offers, fifteen Spanish-language arts classes

- it three different revels. Project students take a Spanish literacy test

when enteringthe program to determine appropriate placement.

I

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Columbus High School has two sessions of Italian language arts.

Incoming students from Italy generally have well-developed native-language

skills and the course offered at Columbus is a survey of Italian literature

covering the works of major Italian authors.

The Vietnamese language arts procram 'at Roosevelt has not yet

been deVeloped. The main obstacle was the inability to find a Vietnamese-

speaking teacher properly certified by the New York City Board of Educa-

tion: at present there is no Vietnamese license granted-by the Board

of Examiners. kowever there is a prospect for-September of a Vietnamese-

speaking teaCher licensed in French. The 'contingency plan is to shift

the current resource specialist, who is :also.liCensed in French, to the-

Vietnamese instructional, position to teach both-language arts' and some -i;5

Content-area courses in Vietnamese.

Anothen problem affecting the development of this component

is that the school had noa way to measue native-language .ability. This

should be remedied by September 1982.

Table 8 gives. details of the native language arts component.

School

TheodoreRoosevelt_

TABLE 8

Instruction in Native Language Arts

Number of Average CurriculumLevel Cl asses ' Regi ster Materi al s

Course 'Fall Spring I Fal 1 Spring 'Fall / Spring in Use. .

I

No instruction in native language:arts this: yeae_becaute of-inabflity to recruit a Vietnamese-speaking teactier with required New York City license.

ChristopherCol umbus

Italian.Literature.

2 Works ofmajor.

Ital i an

authors

Jonh.F.Kennedy

SpanishLanguageArts

Bilingual:Spanish 1

BilingualSpanish 2

2, 8 25 2

35 35

35 ..,35

.All classes meet for five periods a week.

.A.B.C. project students at Kennedy attend classes with students

of other bilingtial- programs. Therefore the registeeidds to- -more than the total number' Ofproject students.,

CONTENT-AREA INSTRUCTION.

Kennedy High School has'. three tracks in Spanish covering math,

social -sitidies, general science, ,and biology. The,,assiStant'peinCipal

in charge of the, program is very interested in adding chemistry. Thes

classes are 'taught entirely in Spanish with Spanish materials%

In its first year, Cofumbus High. School's bilingual programo.

offered four courses in Italie' using Italian materials. All students

targeted for Project M.G. attended these( classes.

As mentioned in the previous section, Roosevelt High School

did not have a Vietnamese-speaking classroom teacher this year; therefore,

it had regular content-area instruction. as part of the program. Viet-

namese-speaking paraprofessionals were-assigned to those mainstream classes

in math, science, and social studies attended by Vietnamese students.

The paraprofessionals worked in the classroom helping students follow.

the class and assimilated the material using Vietnamese. The school

expects to have Vietnamese-s0eaking teachers for the program in September:.

At that time it plans to offer general science/biology and social studies

one and two using an E41.L. approach. Fall semester cfasies will

taught using 80 percent Vietnamese and 20 percent English; spring semester

classes will diviae class time equally between the441angUiges. The students

seem to be doing well in math under the present arradgement.

Table 9 gives details of the content-area instructlon

three schools.

TRANSITION

The established bilingual programs schedule transitional

..courses in .their ,developmental sequences to prepare students -for mOih=:

streaming. At-KennedY 'High SchooL1Pr. example, s9Me-cpurSes.offered'

in the.music, art,' and.Ocial studies departments:emplOy

approach.. The materialAS covereCusing vsOeCific ,tw01090W.com!-'

'bination thaf_focuses on developing the Eglish language skiils'an

TABLE 9

Bilingual Instructional in Content Areas

School CourseLevel

Fall Spring

TheodoreRoosevelt:

ChristopherColuMbus.

'Math

MathMathMathScienceSocialstudies

AmeriCanHistoryBiologyHealth'science

Economics

Remedial

1,21,2,31,2

1,2

Number ofClassesFall Spring

3

2'

3

2

3

Average .

,RegisterFall :Spring

2034

John .F.

KennedyMathAl gebra

Geometry9th-yearSocialstudies

10th-yearSoci al

studies

llth-yearSocialstudies

i2th-yearSocialstudies

R.C.T. prep.1 . 2

1

2

1

2

2

1

2

10

35 3535 3535 35

. All classes meet fiVegperiods a week.

,.All classes area taught entirely in the dative, language. At

Roosevelt this is done through a paraprofessional.

35 35

els

vocabulary needed to 'handle the subject matter. .The

.

science department,

is planning to offer some E.S.L. sections next year. Mainstreaming is

gradual, depending on the students4 readiness. Students maybe taking

mainstream math, but taking social studies In the bilingual program.

//ROoSevelt:High School discovered that students are able to

function -well in math with the help of the paraprofessionals.' Next year

it will add courses using the E.SIL. approach. VietnameSestudenWat

Sjthe school are highly motivated to learn English and the approach being

used with them introduces English earlier than ins other programs.

At Columbus High School the E.S.L. teacher detides at the end, .

of the °r whether a student requires additional English-language

training. It is possible to mainstream a student in leontent area while

stili taking E.S.L. Thii year the E.S.L. program funded under P.S.E.N.

had three levels,. The school has assigned a tax.Aevy position to add a

fourth lsvel for net year. This will be a transitional class in E.S.L.7

reading.

In addlition,--there are required!coUrses like gym and-idustrial

arts offered.only in the mainstream. Each semester every - bilingual

.program. student takes at 1 easi one 'mainstream, class: Table-10 l

the mainstream classes in each 'school-.iwwhia project students were

°enrolled. this year.

I '

TABLE 10

Mainstream Classes in Which Project Students areEnrolled.

School rCourse .

TheodoreRoosevelt

°

MB'1,2MC 1,2ME. 1,2

MD 1,2SC 1,2SCIM 1,2SB 2.

'HG 1HG 2HG 3-HALMHCIMHA"2 MAR-1,2 ,

OT 90UR,:UG, US. 125

PS, PF 1-7 125

IP ' 4

-:E0 3,4 . 8:-

4

Aumber ofStudents

Criteria forSelettion

3

17.-

337

. Requiredcoyrses ;

3. not11 aVailible7 in

7 , bilingual14 program.-'9

5 Based onA

6 LAB scores'

A and-2 teacher .

120 recommendations.

ET 10 10

EM 5,6,7,8 16

EE 5,6,7

v-.ChristopherColuMbus

.Math':MusicWYgieneGym

Requiredcourses-.not

available in ,

program-

'John: F.

KennedyMusicArtGym

5050"50

.All classes meet for five periods a week.rf

4 V.OrNON-INSTRUCTIONAL COMPONENT

CURRICULUM DEVELOPMENT

Two separate needs exist in.the area of curriculum 'development:

one for basic materials used in regular classroom work; the otherfor

materials for the career resource center. The first is the responsibility'

of the bilingual programs where the project students are placed. Re-,

sponsibility for the second is assumed in the Project A.B.C. proposal.

Project students at KenneAy High School attend classes where

thercurriCulum is already well- developed. At Columbus High School the,

bilingual program is new and:its curriculum is not yet complete. The

A.B.C. resource specialist is providing some help here. ,Sfnce Roosevelt

High School is dealing with a new language group, the curriculum heeds

here are in both areas. Th year, Project A.B.C. ,had the only Viet-

.namese;tpeaking teache'r in theschool; therefore, the resource specialist

has been, helping to' locate and acquire materials. These have been obtained

from a,Chinatown store which carries materials in Vietnamese and from the

Center for Applied Linguistics. The resource specialist `developed. add.

tional materials for, use in various classes and translated the terminology

r physics and ancient civilization courses.

However, the projecf s remaining curriculum develop';kent function

is to establish a career resource center at each site.

SUPPORTIVE SERVICES

At Kennedy.HighSchopl two bilingual counselors,work with.

students On programmihg and vocational guidance. A ImilY'worker makes

'bine contacts with 'the help of the prOject resoOrce,specielistv.Who

handles home contacts for the project students. flooseveltWigh School

provides the services of a guidance counselor and a grade advisor. !,The

project esource specialist has become a ftical point for the students

since she speaks Vietnamese. AtColumbus, students have the regular.

Counselor and the pfoject resource specialist.

Project A.B.C.. staff helped with extracurricular activities'

such as organizing the'Indochinese club at Roosevelt, financing a Spanish

theater,buting for Kennedy students, and sponsoring a trip to Washington,

D.C. for and parents.

'Career - oriented activities are organize t each school: the

Italian Initjtute sent a staff person to Columbus o make a pr'esentation

on careers in computer programming; an after-school course is being11

Organized at Roosevelt on business madhines and record-keeping using

resourCes, from the TOLLEPS program'at the Boa-rd of Edudation. ',Each

I.

school has a career day. At Kennedy this year, Spanish-speaking rep-;

-resentatives came from Annapolis Hostos and Lehman colleges.

Role of The Resouice Specialist

,--lithe. resource specialists-are scheduled to work weekly on student. .

.

advttin

...

. .

g, turriculum"develOpment parent- community contactsand resource

31-

,

s-

center development. At program review time, thete resource specialists

had been 'on _the job.for three months; in that short time-they had provided

_ample Services.

"During the week that the program was-visited their schedules

:were as follows:

The Vietnamese resource specialist was tutoring eight students"

recommended by classroom teachers on an individual basis at scheduled

times. One wai'being.tutored in math, the °theft- in language.'.

the specialist was arranging for job Oplications for the Neighborhood_

Youth Corps program. She helped students fill out the forms, prepared

them for interviews, and planned to follow each case to cOnclusion.

She also worked with the-Indochineie club which elected officers during

this week, and began Working on club rules and regulations: Club members

were organizing a ,Parents' day actiyity for the encre'the year. On

Saturday the specialist accompanied,students and parents on,the project-

sponsored trip,to Washington.

The second resource teacher is from Italy, and also speaks

Spanish and Albanian. This week she was preparing materials for the

school newspaper to bedistributed to parents, organizing students and

parents for the trip to Washtngton and preparing for en:dpen hduse at

Bronx CoMmunity College. , Earlier in the month she had,arranged for.

'Members of,FIAME (Forum of Italian-AMerican Educators) to. participate

in the. Italian culture,week at7the school. Other projects included.

s.

working. with the American studiesteacher in edapting curriculum materials

for.Italian.students and working with the'guidance counselor on programs

for project students.

. STAFF, DEVELOPMENT

.

At Kennedy High School all teaching staff have at least Master's

degrees in their fields. .The average, staff'experience is over ten years.

Staff members attend monthly meetings with the department chairperson to

diicuss.administrative and educational topics.. The staff also attends. :-. .

....

-an annual three-day conference; thii year's topic. was dyslexia.....

Although the staff at Columbus High SchoOl has .considerable

teaching experience, they are less experienced-in bilingual settings.4

This is the first and only Italian bilingual program in the Bronx and'

it is new. Staff members are licensed in Italian and are fluent in the

language.

This year the ColuMbus High School staff participated in a

variety of workshops and seminars:- the bilingual and talian-studies

faculty attended a presentation by a visiting professor On Italian artists

and their contributions to Washington, D.C.; five program staff attended

two career education workshops at Hunter College; four program staff;,,

attended a session at-N.Y.U. on Italian bilingual/bicultural education.

The resource specialist had two sessions with the Hunter College bilingual_

staff at the Institute Italiano-di Culture.

':Table II gives the characteristics of the project's.staff.

TABLE 11

Project Staff Ch'aracteristics

Function De ree Certification Ian e

Project Di rector M.S. Biology, Chemistry Bil ngual /Ital i an/General Science Spanish

P.D. Adm. & Super.Di st. Admin.

Resource Specialist M.A. Bil ngual /Ital Ian,.

Spanish, Albanian

Resource Special i st . French Bilingual /Vietnamese

Educational Assi stant Bilingual /Vietnamese

Educational Assistant D.A.' Bilingual /Italian

PARENT/COMMUNITY INVOLVEMENT

The project encourages parent participation. Each Schcibl sends

out information to parents in'the native language. The staff reports

that when parentsare called into the ichool they respond well..

The-trip to Washington, D.C. was considered a success and

attracted a good number of parents. The Indochinese club's planned end-

of-year fair will serve to encourage parent participation in other project'

activities. At the Columbus open house, a parent offered to recruit

other families into the program, and several expressed intereit. in the-

:

advisory committee. The .project director is working with the .Enrico

Fermi Center on a jointly-sponsored E.S.L. dais at the Center for next

year for which the project will supply the teacher. Fermi is accessible

---to-:parents-of-beth-Roosevelt and Columbui students.

-34-

Next year the project expects to have parent participation in

E.S.L. classes and the Parent Advisory_Comnittee.

AFFECTIVE DOMAIN

At Roosevelt High School daily attendance in the school as a .

whole is 64 petcent; in the bilingual program it is 88 percent; in the

,Vietnamese component it is 99 percent. Vietnamese students-show a desire.

to learn, ask for homework every day,''and give up free time to go for

tutoring. They also utilize school services such as the breakfast program.

So far, 'there have been no discipline problems in the group.,

At Kennedy school-wide attendance is-79 percent; in the bi-

lingual program it is 96 percent. On April 6, the day of'a freak

snowstorm, the bilingual classes were full. Each month awards are given

to threesor fair classes for excellent attendance; one or more bilingual

classes always receive these awards. At Columbus, one student won first

prize this year in a poetry contest for native Italians sponsored*

Iona College, Another student was accepted into the .pre-pharmacy program

of a local college.

VI. FINDINGS

ASSESSMENT PROCEDURES,' INSTRUMENTS, AND FINDINGS

The following section presents_theAssBisment_trtitrumentsand

procedures, and the 'results of the testing to evilqate studept achieve-

menin 1981-1982. Students were assessed in En§lish-language' develop-,

ment, growth in their mastery of their native language, matheMa,

cs,.

social studies, icience, cultural heritage, and attitude.toWard school.

The following are the areas assessed and the instruments uted:

English as a seconcCiariguage -- CREST (Criterion

Referenced English Syntax Test, Level I M.

Mathematics perfOrmance'-- TeacheNmadetestt

Science performance -- Teacher-made. teSts:

Social studiet. perforMance:-- Teacher-Made:-testi

Native language arts performande Teaoher-made tests

Cultural heritage -- Staff-developed scale

Attitude towards school -- Staff-developed scale

Attendance -- School and program records

The instrument used_to_measure_ growth_in_Englisklanguage_mas

the Criterlon Referenced English Syntax Test (CREST), which tests mastery

of specifid syntactic skills at three levels. Material at the beginning

and intermediate levels of the'CREST is broken down into 25 objectivei

per .level, such as present-terise'l-orms of the verb 6' b

or posseSsive adjectives'and pronouns (Level II).

,advAnced level (Level III). is organized into 15 objectives, such as

reflexive pronouns. At each level,' Students are asked to complete four%

'items for each objective.: An-jtem consists of a sentence,frame for which

the student must supply .a woed,or phase chosen from four possibilities.

Mastery of .a skill objective is determined by a student's ability to

----answer-at-least-three-out of our items correctly...

This report provides information cm the average number of

objectives mastered,'and the average number of objectiVes mastered per

month of treatment by program students who received Title I E.S.L. in-

.struction in falland spring semesters (Tables 12 through 16). Informa-

tion is provided on students' performance at the various grades and test

levels. Since most of the Italian-speaking participants at ChristoPher

Columbusowerg seletted after January 1982i CREST data are, reported for

this school'for the spring semester only.

Rates of success of students in mathematics, science, social

:studies, and-native language_arts courses taught

prOgraM are;reported:by school, sUbject-atea, grade, and by languagewhen

,applicable.(Tablet 17 through 22). These-tableS contain the numbers

of stUdents_reported.at takinglhe'releVant tourset, the ,number reported

to have passed, and the 0,67cent Oassfpufor fall and for spring courses.

Studepts ,pei.formance on ,a staMdelielopedscale of knowledge

of their cultural heritage.is presented by schobl;and'grade for the

Or* semester in-Table 21. Improvement inlitudents'attitude toward'

sehoOl as measured by a staff-developed sCale,A's reported. 'in Table

*_

.Native-langUage performance at, Theodore.ROosevelt was not'reportedsince there was no instruction in this area g the 'first year

of the, program. .

-37-

Comparisons of the attendance 'rates of Program participants with

those of the schoois as a whole are presented by language..group in Tables

25, 26 and 27. These tables contain Average rates for. the Schools and

------for-the-varfous-partfripant-groups, the percent differences between each .

program and school rate, values of the z statistic, and its level of

'statistical significance.`

TABLE .12

Performance of Students. at Theodore Roose4elt High School High School Tested on the.

Criterion Referenced English Syntax Test (CREST): Averagi'iU4lbee of Objectives Mastered

by Grade and Test Level (E.S.L.Title I Vietnamei&SPeaking.Studeriti;. Fall)

.

:AverageMonths of .

Treatment

LEVEL I

Average'NUmber OfObjectives Mastered

Pre Post' ['Gain

LEVEL II- .

' Average' Wilber -of

Gain/ , Objectives Mastered

Month tC-.7.tpre Post Gain-..

Gain/Month

-LEVEL, III'

AveraieiNumber of.ObjeCt ires,144sterel

N , Pre:,-Post--9ain.

0

Gain/ Objectifre

Month N

3.4 20 8.8 16.3 7.4 2.1 ; . , 13.0 21.5 8.5

3.4 . 13' 9.0 '17.3 8.3 2.4 16.3 22.0 5.6

3.4 2 19.0 21.0 2.0 0.5 19.0 23.0 4.0

3.4 35 9.4 16.9 7.4 2.1 9 21.8 '6.9. 2.0)/

Number; of objectives' for each level: 'Level I (25), Level II (25). 'Level (15). 11 numbers are truncated

at the first decimal place.

10.5 11.5' 31

12.0.13.5 1.5 0.4 26:

11.5 12.8 .3- 0.3 60 .; '6.7

.

In gener'alli students mattered 1:0 objectives perof, one objettive:ver Month of instruction:set as

The criterion of success-was.surpassed, as

Lentil!. :

,For some groirps', gains may appear depressed as a

-month of instruction.' These re ulti surpass the criterion- ,

tbe program. objectfve.

, by all..grades' except grade

result,of high lire-test scores.

t.

1, and by all, levels except

*

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TABLE 16

- Performance of Students at John F./_Kennedy High School Tested on the

Criterion Referenced English Syntax Test (CREST): Average Number of Objectives Mastered

by Grade and Test Level (E.S.L. Title 1 Spanish-Speaking Students, Spring)

LEVEL I LEVEL II LEVEL III

Average Average Number of Average Number of Average Number of ,Lfilierag

. Months of Objectives.t4astered Gain/ Objectives Mastered. Gain/ Objectives Mastered Gain/ 7 -7Objetti

de Treatment -N. Pre Post Gain Month N Pre Post Gain Month N Pre Post Gain Month N Gain

3.1

3.2

3.2

'AL - 1.2 ,

7 6.8 13.5 6.7 2.0 3 16.3 19.3 3.0, 0.9 4 10.0 11.7 1.7

7 14.7 20.7 6.0 1:8 7 13.5 12.8 -0.7 -0.1 1 14.0 14.0 0.0

4 8.2 16.7 8.5 2.6 4 9.5 13.2 3.7

14 10.7 17.1 . 6.3 1.9 14 12.6 15.3 3.2. 0.8 10.2 12.6 '2.4

0.5 14 4.5

0.0 15 9.1

1.1 8 3.1

0.7 37 6.E

AD. Number of objectives for, each level: Level I (25), Level II (25), Level III (15). All numbers. are truncated

at the first decimal place.

\

.Again in the spring, Spanish-speaking students, in general, surpassed the criterion set as the program objective

(one objective mastered per month instruction).

.Ninth- and tenth-grade students at Level I, and eleventh-grade students at. Levels' II and III met and surpassed

the program criterion.

.The unusually low gains for grade 10, Cevel'll students (-0.1) depressed the total gains at Level II.

56

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eThe kighestlassEnglish only OE

(93.3 percent).

TABLE- IQ

Number and Percent 'Of Ni\etnamesOpeakibg .StUdents at Theodore .Roosevelt

High School Passing TeaCher-kade Examipationsin,Coptent4reaiSubjects by _Or*.

and Language of InstrUctiOrii (SPring),

ENGLISH ,itIETNANESE/ENGLISH

ContentArea Grade N

NUmberPassing

PercentPassing

Number -1

Passing'

..Percent

PassingPertent,Passing':'

kathematics -9 6 6

10 12 11.

11 11 10

TOTAL 29 21 93.1 87 78 89.6

Science 9

10 5

11 10

TOTAL 14

Social Studies. 9 12- 10

10 21 19.

11. 13 12

93.3 20 20.

83.390.592.3

121 90.

13 92.3

89.1

aClasses conducted by English-speaking teacher assisted by.Vietnamese-speaking paraprofessional.

the spring, students surpassed the criterion set as the program'objective (80 percent

-passing rate) in every 'content area and at eachgrade leVel,- regardless of the language

of instruction._ -

. The hi ghe it Paistngrate:.vas aChi eVed by 'StUdentt in science c 1 a gtes (97 peiten

f011004.1.4i;;:st04ep VetcentrespeCiively

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TABLE 201

NOmber-and Percent of Spanish-Speaking Students. at John 'F. Kennedy

High School Passing TeacherrMade Examinations in-Content-Area Subjectsa

by Grade and -SemeSter

ContentArea _Oracle '

FALL

/N

NumberPasiin

percentPassin-

SPRING

Number.Passin

. PercentPassin

TOTAL

PercentaSt

Mathematics 91011

1 1216

7

7155

B

03.871.4

162210

.11,15

8

68.868.2 -'80.0

.

17 76.

TOTAL 35 27. 77.0 48 34 '71.0 83

Science 9 4 3 75.0 '3 2 1 66.7. ;' 1.

10 9 9 '100.0 11 11 100.0, 0 100.0;.-.;

11 3 3 100.0 4 3 75.0 7 .86.0=

:TOTAL 16 15 93.7 18 16 09.0 34 91.0'...!

octal Studies 9 13 le! a8 61.5: 16 14 29

10 22 18 . 23 18 78.3. 45

11 8 8 100.0 10 9 90.0 18 94..0'

TOTAL 43 34 7.9.0 41 92 82.

a-

Classes taught entirely in Spanish with Spanish materials.

.The program objective. of an 80 percent passing rate in 'content-area subjects, taught in

Spanish was attalpfd overall in science (91 peecent) and in social 'studies .(82 percent).

TABLE 20 (continued)

.The highest. passing rates were reported for students -in both fall and spring science.':courses-(93.7 And139'percent, respectiVely).

.In general,. the lowest passing rates. were're4rdid.for gradeA..students:

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TABLE 23

-Number and Percent of Program Students Improving on a

Staff-Developed Scale of Knowledge Of Cultural Heritage,

By Schdol and Grqe (Spring)

.

School

Scale:

Grade

Knowledge of Cultural Heritage

Number' Improving Percent ,Improving

N One Unit of Scale One Unit on Scale

Theodore 9 63 58 92.1

Roosevelt 10 42 40 95.2

11 15 13 86.7

12 1 1 100.0

TOTAL 121 112 92.0

Christopher 9 ? -- -- 111,MIt

Columbus 10 1, 1 100.0

11 2 1 50.0

12 4' 4 100.0

TOTAL 6 86.0

John F. Kennedy 9 16 16 100.0

10 24 19 79.2

11 10 10 100.0

TOTAL 45 90.0

.Overall, the program objective of 80 percent of the students

improving one unit on a (five-unit) staff-developed scale, of

knowledge of their cultural heritage was achieved by students at

all three program sites.

68

TABLE 24

Number and Percent of Program Students Improving on a

, Staff-Developed Scale of Attitude Towards School,

By School and Grade (Spring)

School

Scale:, Attitude Towards School

Number Improving Percent ImprovingN One Unit of Scale One Unit on Scale

42 66.7

29 69.0

11 73.3

Grade

TheodoreRoosevelt

9 6310 4211 15

TOTAL 120 82 68.0

Christopher 9

Columbus 1

2

4.

100.0100..0-

.100.0

TOTAL 7 100.0

John F. Kennedy19

16

0 . 1411 10

151610

93,866.710.

TOTAL 50 41"en.

,The programHobjective of 80: percent of the studentS imOoving one

vrAt on a (five - unit) staff-developed scale of attitp0, toward-!dhool was met" by students at ,Christopher ColumbuS acs J John F.-Kennedy.

Only 68 percent of the program students at Theodoro Roosevelt im-

proved one unit on the attitude scale. It should be noted, however,

that the initial rating of these students lig; not, included in these_

;1/,t4 and, therefore, the small improvement rs ',. be due-to-hi pre-gh

test ratings..-.

TABLE 25

Significance of the Difference Between Attendance Percentage

of Program Students at Theodore Roosevelt High-School

and the Attendance Percentage of the School,

Grade N

MeanPercentage

StandardDeviation

9 64 98.7 0.6

10. 42 98.7 p.5

11 15 98.8 0.5

TOTAL. 121- 98.7 0.5

Average School-Wide Attendance Percentage 63.61

PercentageDifference = 35.09 z = 6.44 p = .0001

.The difference (35.09 percentage points) between, the attendance

of program students (98.7 percent) and thejaitetbance percentage

of the school (63.61 percent) is statistically significant at'

the .0001 level.

.The mean percentage was practically the same C38.7 to 98.8) for

all grade levels.

.The standard deviation was practically the same (0.5 to 0.6)

for all grade levels. This indicates that there are very_few --students whodo not have a high attendance_rate.-----

-54-

TABLE 26

Significance of the Difference Between Attendance Percentage

of Program.Students,at Christopher Columbus High School and

the Attendance Percentage of the School

Grade // N

MeanPercentage

Standard--ileViation

10//

1 96.4 OA

11 1 88.7 0.0

12 3 85.6 6.5

/ TOTAL 91.3 7.4

Average School-Wide Attendance Percentage: 74.6

PercentageDifference =- 16.7 z = .7767 p =-.2206

.The average attendance for all program students at ChristopherColumbus. High School (91.3 percent) is 16.7 percentage pointshigher than the average school-wide percentage of 74.6 percent:

.The highest mean attendance percentage (96.4 percent) isrecorded for the tenthftade. The attendance rate decreases

_as-grade-level increases.

.It should be noted that the total number of scores reportedis extremely small (5).

TABLE 27

Significance of the Difference Between Attendance Percentage

of Program Students at John F. Kennedy-.High Schoo.1

and the Attendance Percentage of the 'School

Grade N

9 16

10 24

11 10,

TOTAL tO

MeanPercentage

StandardDeviation

94.4 7.3

97.1. 2.3 '

97.3 2.4

96.3' -4.7

Average School-Wide Attendance Percentage:n 79.4

PercentageDifference = 16.9 i = 2.68 p = .0037

7

.The average attendante percentage for all program students at

John F. Kennedy NJOSchool (96.3 percent) is 16.9 percentage

points higher than,the school-Wide attendance average of-79.4

percent. The difference of 16.9 percentage points is stitis-

itically significant.

.The highest aVerage.attendance was reported for grade 11 (97.3

percent)..T This was followed closely by grade 10 (97.1 percent).

.The lowest average attendance was reported for grade 9 students

(94.4'pecent).. _However,the lowest attendantelorthotestydents jis probably the result_of_alfew individuals:with extremely low

attendance rates. This itSupportethby the highStandar&deViation.(7.3), Which indicates some scores which diverge greatly from

,theothers.

SUMMARY OF FINDINGS

English

In general, the program objective of one objective mastered

per month on the Criterion Referenced English Syntax Test (CREST) was

met by the Spanish-speaking students in both the fall 'and the spring.

In the fall, these students met the objective in all grades and levels,

except at Level III. In the spring, the objective was met only at

Level I.

Among Italian-speaking students, thgiprogram objective of one

objective mastered per month of instruction was achieved in all grades

and levels, in the spring, except for grade 10 Level I students.

Ambng Vfetnamese?_speaking-strients, the program objective was

maftTri-the fall at all grades and levels, except for Level III, and grade

11 students tested with Level-II. In the spring, the program objective

was achieved in all grades at Level I and in grade 10 at Level II of

the CREST. 1

The failure of program students tested at Level. III to attain

the program objective may indicate that it is more difficult to make

gains at that level and perhaps the program objectives should be modified

to reflect the students 'actual potential performance.

Spanish-

Seventy-eight percent of the Spanish-speaking program students

4

at John F. Kennedy High School passed teacher-made tests in native

language arts in the fall. The, passing rate increased with grade.. Eighti-

fa

fr.

three percentof the program students passed teacher-made examinations

in fhe spring with the passing rate ranging-from a low 'Of 78.3 percent

in grade 10 to a high of 100 percent in grade 10.

Italian

All of the Italian-speaking program students at Christopher

Columbus' High School passed teacher-made native language arts examina-.

tions in both the fall and spring.

The program objective of 80 percent of ;;the students, improving--

Yon it on a staff-developed_sCale-of-knovirage.of their cultural/

----heritage was achieved by students ati:all thrie program sites.. The

greatest improvement was made by students at Theodore Roosevelt High.

School. (92 percent), followed by studen at John F. Kennedy High ,School

(90 percent) and Christopher Columbus igh School (86 percent).-00

CONTENT-AREA COURSES

'Mathematics

The program objective of an 80 percent passing rate was aChieved

only by grade 10 students .in/the fall and by grade grade 11'stUdents in

the spring at John F. Kennedy High School.

English

Overall, the-Prograti objective was met,in all grades in both-

and bilingually- taught courses in both the fall and spring se-

mesters at Theodore/Roosevelt High School.

taught classes in /the fall were the only group which failed to meet the

Ninth. graders in bilingually-

three

i 1 ingual ly-

objective..

All program students at Chrisiopher Columbus High School (1,1=4)

passed teacher-made examinations in mathematics in both the falloand

spring.

SCience

The program objective of an 80 percent passing rate in science

was met at John F. Kennedy High. School in 'both the fall (93.7 percent)

and the spring. (89 _Pgrcent)-semesters-.--

The program objective at Theodore Roosevelt High School was

met in the fall only by grade 11 (English instruction) and grades 11 and

12 (bilingual instruction),, all grade levels in the spring _achieved at

least an 80 percent passing rate.

All of the-program students at Christopher Columbus High School

passed teacher-made examinations in science, in both the fall and spring

semesters.

Social Studies ,

The program objective of an 80 percent passing rate in social

studies was met by grades 10 and 11 students in tie fall and by grade 9

and 11 students in.the spiing.atJohn F. Kennedy High School:

The OedgraM objective was me by grades ifrand 11 studentS

taught in hglish in7the fall and by all gfades taught Englishin the

spring at Theodore RooSevelt High School.

The program

fall and the spring at

students pasied.)

objective was attained by all grades in both the

Christopher Columbus High School. (All of the

, .?;

In general, the passing rate in all content-area subjects is

lowest among grade 9 students and highest among grade 12 sudents.

ATTITUDE TOWARD SCHOOL

The program objective-of 80-percent of the students improving

one unit on a staff-developed scale of attitude toward school was met

only by students at Christopher Columbus and John F. Kennedy High Schools.

Since the initial rating of all program students was not included in

the data reported, it is difficult to ascertpin whether or not the small.0.

.improvement of students at. Theodore Roosevelt High School (68 percent)

is due to scale "ceiling effects."

ATTENDANCE. c

The attendance rate of program students at Theodore Roosevelt

High School (98.7 percent) was 35 percentage points higher than the

school-wide rate.a

At Christopher Columbus High School, the program attendance

rate was 16.7 percentage points higher than the school-wide rate.-"It

should be noted that the number of students reported(5)is extremely

small.

SThe attendance rate of program students at John F- Kennedy

High School excee ed the school-wide rate by 16.9 percentage points.

VII. CONCLUSIONS.. AND RECOMMENDATIONS

CONCLUSIONS.

Project A.B.C. has made great headway during its first year of

AIimplementation. Most of the organizational difficulties associated with

new projects have been-surmounted, and the program is focusing full

attention on achieving its-goals and objectives. The combination of

-well established bilingual instructional programs. and specially funded

supportive services for new arrivals will greatly facilitate the transi-

. tion process for these students at each program site.

Curricula ha4e been developed in the native language for courses

in mathematfcs, science, and social studies at John F. Kennedy High School

and Christopher Columbus High School. However, becahe the bilingual,

progrlam at Columbus High School is new, its curriculum is not yet coMplete.

Because Roosevelt High School.did not have a,Vietnamese-speaking class-

room to Cher, regular content-area'bilingual instruction was not provided

as part of the program. HoweVer, Vietnamese-speaking paraprofessionals

were assigned to those mainstream classes in mathematics, science, and

social studies attended by Vietnamese students. The school is making

the necessary arrangements to provide Vietnamese-speaking teachers for the

program in September.

In addition; the program is expanding its curriculum to meet

the needs of this new studentpopulation.: While each of the schools

is well under way:in deSigning and implemenithg,their regular..ciatsroom

curriculum 'the.estAblisiment of -a career resource center-a-V.-each site

is"still i 'the very early stages.

Acadedic and career counseling is-available fo program students

on a formal and informal basis, and career-oriented activities ale organized

at each school. Parents have been successfully involved with the program

through meetings, programs, and field trips. DeveloOment activ ties for

staff include attendanCe at program and school7wi0e meetings an at career:

education workshops.

Overall, the performance of program students at all schools was

quite good in all areas including riativ-language reading and reading in

English, in all content-area subjects, and attendance.

7

RECOMMENDATIONS

On the basis of several site visits, classrooth ob ervations,

interviews with program personnel, and,analysis of student erformance

data, the evaluation team recommends that considerativn be given to, the

following:

I. Emphasis should be placed on the of the

career resource centers at each site during the

second year of program operation.

2. The program should attempt tocompletely i plement the

curriculum development component of the It lian bilingual

program at Columbus High School by Septemb r. To avoid a

duplication of effort the program might co sider contacting

other Italian bilingual= programs (such as t New Utrecht

or Grover Cleveland High Schools) to disc ss theimplementation process and problems encou tered in develop-

ing these similar curricula.

3. the program should finalize its efforts t develop a

curriculum in Vietnamese and to lOcate'Vi tnamese-speaking

teachers for program students at Roosevelt'High School

as soon as possible.

4. The program should continue in its effor s to develop an

instrument to measure native-language ab lity for '-

Vietnamese'st, udents at Roosevelt High Sc ool.